Blended Teaching & Learning
MVLRI Research in Review: K-12 Blended Learning
K-12 teachers have overall positive perceptions of blended learning, often times more positive than students who report struggling with aspects of self-regulation. Research in this area, and particularly among students with disabilities in blended learning contexts is lacking.
MVLRI Research in Review: K-12 Blended Teaching and Professional Development
Despite growth in online and blended learning there remains limited opportunities for formal teacher professional development in these areas. While there are resources they are largely patchwork and teachers often seek out informal resources.
Blended Teaching Readiness: Phase 2 - Instrument Development
This research completes a two-year research process to create and empirically validate an instrument to measure K-12 Blended Teaching Readiness. This report details the process as well as the successful efforts to validate and make available an instrument for use by individuals, schools, districts, and universities. Additionally, the report documents the process of creating a second, shorter instrument focusing on four of the most essential pedagogical competencies for blended teaching.
K-12 Blended Teaching Readiness: Phase 1-Instrument Development
The adoption of blended learning in K-12 schools is on the rise. With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, the unique competencies of blended teaching need to be identified. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument that can be freely used by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.
The Changing Roles of Educators Series: The Data Specialist
This study, the fourth in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on data specialists who help to analyze data and provide just-in-time information to fellow educators to help improve learning outcomes in their school or district. The aim of this study is to better understand the ways in which data specialists, or analysts, inform instructional and other educational practices, as well as to understand their mindsets when working with others to help them incorporate data into their practice. The study also touches on the potential benefits that data specialists anticipate by incorporating data analysis into learning environments.
District-Level Blended Learning Implementation: Readiness Points and Challenges
Serving as a capacity-builder throughout the state, Michigan Virtual engaged in a multi-year partnership with four school districts with the intent to accelerate blended and personalized learning in each unique district. This report examines the readiness and challenges of each school district as teachers, district leaders, and the Michigan Virtual team worked to systematically implement effective blended learning strategies. The goal of this study was to understand multiple stakeholders’ readiness points and challenges when they began to implement blended learning and to share the findings in a way that could help move the field forward.
The Changing Roles of Educators Series: The Instructional Technologist
This study, the third in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on instructional technologists. The aim of this study is to better understand the ways in which instructional technologists conceptualize their work, the approaches they employ when supporting teachers through the process of technology integration, and the ways they think about the evolution of their field of work.
iEducator 21st Century Digital Learning Corps: Blended Learning & Teaching
The Blended Learning & Teaching report, the fourth in the four-part series, begins at the launch of the iEds’ second year of training and focuses on their immersion in blended teaching and learning.
The Changing Roles of Educators Series: The Blended Teacher
This study, the second in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on teachers implementing elements of blended learning in their classrooms. The aim of this study is to understand better the ways in which teachers practicing blended learning think about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms.
Professional Learning for Blended Education: Michigan Case Studies
This report shares the experiences of blended learning teachers in Michigan and is a result of interviews conducted to understand the experiences and professional learning choices. According to the teachers, blended learning helped build connections and collaborations with other educators, increased student agency and changed their practice in terms of instructional design and the role of the teacher. This collection of teacher profiles provides a unique perspective of how many of the early teacher innovators considered how to integrate blended learning into their personal learning contexts.
The Changing Roles of Educators Series: The Blended Learning Coach
This study, the first in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on the relatively novel role of the blended learning coach. The researchers sought to understand more fully the driving motivations, philosophies, and general thought processes at play when blended learning coaches work with K-12 educators in Michigan to help bring about changes in K-12 instruction through the promotion of blending online and face-to-face instruction.
Statewide Blended Learning Implementation: Voices From Fuse RI Stakeholders
This report is the second in a series focused on research being conducted with the Highlander Institute on their Fuse RI project, a statewide blended learning implementation initiative in Rhode Island, RI.
Transforming Rural K-12 Education Through Blended Learning: Student Perspectives
The Transforming Rural K-12 Education Through Blended Learning study provides a perspective of rural students who have engaged in a variety of forms of blended learning. Their perception is valuable to teachers and administrators who might currently be teaching a blended learning course or considering the option of teaching such a course.
Fuse RI: An Open Access Model of K-12 Blended Learning Implementation
MVLRI is studying and documenting Fuse RI, an open access state model for supporting and expanding K-12 blended learning in Rhode Island. Developed by the Highlander Institute in Providence, RI, Fuse RI is a national model for delivering tailored support to local school districts as they deepen their knowledge and implementation of blended learning at their own pace.
Categories
- Ai (4)
- Blended Teaching & Learning (14)
- Effective Practices in Online Learning (22)
- Effectiveness Reports (12)
- Mentoring (7)
- Michigan (44)
- Motivation & Social Emotional Learning (6)
- Online Teaching and Professional Development (21)
- Program Evaluation / Quality / Policy (27)
- Research in Review (11)
- Special Populations (13)
- Student Centered Learning (10)
- Student Pacing (10)